Sustainability education from VELS Level 4 The following table is an abridged version of sustainability matrix Level 4 VELShttp://vels.vcaa.vic.edu.au/support/crosscurricular/sustainability.html#intro The following table outlines elements of the Level 4 standards that relate specifically to sustainability education. This table does not include English or Mathematics both will be included in the unit plan and the arts has been modified.
Table 2. Sustainability Education from VELS level 4
Overall values and principles of education for sustainable development
Key perspectives for education for sustainable development
Domain
Element of the Level 4 standard
Basic human needs
Care
Conflict resolution
Decision making
Equity
Ethics
Needs and rights of future generations
Participation
Power
Precautionary principle
Quality of life
Responsibility
Risk management
Sustainable development
Ecological sustainability
Biodiversity
Habitat
Conservation
Ecological footprint
Ecology
Ecosystems
Natural cycles and systems
The Humanities – Geography
… compare the various ways humans have used and affected the Australian environment. … describe the reaction of people to these processes including the management of natural disasters. … recommend ways of protecting environmentally sensitive areas in a sustainable way.
Science
… explain the function of the layers of the Earth’s atmosphere. … identify and explain the relationships that exist within and between food chains in the environment. ... explain how sustainable practices have been developed and/or are applied in their local environment.
Economic sustainability
Economic development
Eco-efficiency
Life-cycle analysis
Natural capital
Sustainable consumption
Sustainable production
Design, Creativity and Technology
… describe the impact products and technological systems have on people and the environment.
Health and Physical Education
… analyse and explain physiological, social, cultural and economic reasons for food choices and analyse and describe food selection models.
Humanities - Economics
… describe the nature of the economic problem (scarcity) and explain how selected goods and services are produced and distributed. … describe the difference between needs and wants, and their own roles as producers and consumers of goods and services. … explain the need to be an informed consumer.
Humanities – Geography
… recommend ways of protecting environmentally sensitive areas in a sustainable way. … research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.
Sociocultural sustainability
Citizenship
Democracy
Health
Human rights
Intergenerational equity
Social justice
The Arts
...multimedia production of persuasive argument
Civics and Citizenship
… present a point of view on a significant current issue or issues and include recommendations about the actions that individuals and governments can take to resolve issues. … demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.
Health and Physical Education
… work in a group to create a game, and establish rules and procedures for its safe conduct.
The Humanities - Economics
… describe the difference between needs and wants …
The Humanities - History
… demonstrate their knowledge and understanding of significant events in Australian history … … make links and appropriate comparisons with contemporary Australia.
Interpersonal Development
… demonstrate, through their interactions in social situations, respect for a diverse range of people and groups. … accept and display empathy for the points of view and feelings of their peers and others. … identify and use a variety of strategies to manage and resolve conflict. … work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. … work cooperatively to allocate tasks and develop timelines.
Personal Learning
… actively develop, monitor and refine protocols that create a positive learning environment in the classroom.
Science
… analyse a range of science-related local issues and describe the relevance of science to their own and other people’s lives.
The following table is an abridged version of sustainability matrix Level 4 VELS http://vels.vcaa.vic.edu.au/support/crosscurricular/sustainability.html#intro
The following table outlines elements of the Level 4 standards that relate specifically to sustainability education.
This table does not include English or Mathematics both will be included in the unit plan and the arts has been modified.
Table 2. Sustainability Education from VELS level 4
… describe the reaction of people to these processes including the management of natural disasters.
… recommend ways of protecting environmentally sensitive areas in a sustainable way.
… identify and explain the relationships that exist within and between food chains in the environment.
... explain how sustainable practices have been developed and/or are applied in their local environment.
… describe the difference between needs and wants, and their own roles as producers and consumers of goods and services.
… explain the need to be an informed consumer.
… research, collect, record and describe data obtained through field study surveys and measurements to form conclusions about the use of resources.
… demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making.
… make links and appropriate comparisons with contemporary Australia.
… accept and display empathy for the points of view and feelings of their peers and others.
… identify and use a variety of strategies to manage and resolve conflict.
… work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity.
… work cooperatively to allocate tasks and develop timelines.